VLE Review
Trevor Price1 & David Lewis2
1Head
of Technology Enhanced Learning, CELT.
2Blended
Learning Support Manager, LCSS
CONTEXT
A review of Virtual Learning Environment, (VLE) provision was undertaken within the
University of Glamorgan. As part of this review, answers were sought to:
‘What exactly are we using Blackboard for?’
‘What would you like to be using a VLE for?’
The authors have sought to gather the views of key stakeholders. The Blended Learning
Support Manager with formal, structured focus groups with the LCSS groups, and the
Head of TEL with all the other groups in both formal and informal methods.
APPROACH
The key stakeholders and the consultation methods used were:
Stakeholders
Consultation details
Blackboard Administrators
A focus group with Blackboard Administrators took
place at their meeting on the 25th November, 2009.
Blended Learning Champions
A focus group with Blended Learning Champions took
place at their meeting on the 9th February, 2010.
CELT STAFF
Consultation on this issue was undertaken on an ad hoc
basis during January, 2010.
First Experience Group
An emailed survey of the University’s First Experience
Group was undertaken on 27th January, 2010
Heads of Learning and Teaching
A focus group with HoLTs took place at their meeting
on the 15th January, 2010.
LCSS Development
Focus Group held on 29th January, 2010
LCSS Learning Resources
Focus Group held on 10th February, 2010
LCSS Support
Focus Group held on 4th February, 2010
Other engaged and non-engaged academics
The views of participants in all CELT training and other
events organised by the TEL team during the latter part
of November, December and January was gathered.
This included academics and students.
An emailed survey was sent to 28 mixed technologyengaged/non-engaged academics within the Faculty of
Advanced Technology during November and
December, 2009. A total of 6 responses were gained.
Partner Colleges
Consultation via emailed survey of Collaborative
Working Group during 26th January, 2010
Students
A survey was emailed to all Student Voice
Representatives’ and class representatives during
November, 2009. A total of 14 responses were
collected.
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Summary Results
Presented below is a summary of the main themes emerging from the stakeholder
feedback. More detailed comments from each stakeholder group are included in
Appendix 1.
BLACKBOARD ADMINISTRATORS
Feedback from Blackboard administrators was the most negative of all groups surveyed,
perhaps because they don’t use Blackboard much? When they do, it is used mainly for
communications and enrolment functions. In general, Blackboard is seen by this group
as cumbersome, time-consuming and difficult to use, with little integration with other IT
systems.
BLENDED LEARNING CHAMPIONS
Blended Learning Champions were quick to note that the VLE is the best means of
adding value to the student experience and is widely used – see Figure 1.
Figure 1. The Blended Learning Champions perceived role of the current VLE.
The feedback from this group of staff, noted that in general, the biggest battle with the
current VLE is getting consistency in its use: not everyone understands Blackboard or
has confidence in how to use it. Keeping up to date with developments in Blackboard,
and so building confidence is perceived to be difficult.
Also there is a view that there is currently no joined-up approach in development,
maintenance and support for on-line learning environments. However, the
overwhelming view from the Champions was: Don’t ditch Bb!
Enhancement of the student experience is demanded from students and is
something that could be supplied via a good VLE – turning us into leaders with
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respect to student demands and expectations. Currently we don’t seem to be
effectively selling this to our customers.
Internally, the University needs a strong corporate message about Blackboard,
with the Technology Enhanced Learning strategy enforced in every validation
document.
HOLTS
This is the group of staff who are using all Blackboard facilities with respect to
Technology Enhanced Learning, Teaching and Assessment.
The main conclusion of this stakeholder group was the use of single source data and the
better integration of the VLE and other University systems rather than the wholesale
change to another VLE. There should also be more focus upon pedagogical aspects
rather than the current content management driven system, with improvements made to
the aesthetics of the system, making it look appealing, but also more intuitive.
LCSS DEVELOPMENT GROUP
The Development Stakeholders wish any VLE to have the ability to hold content in a
more structured and constructive way, which is more pedagogically sound, and is less of
a “file dump”.
For assessment tools and processes, it would be desirable to have a VLE which allowed
the existing University processes of assessment and course administration to be matched
and tied in/down, to better integrate between systems and remove issues of data
integrity and source. It is wished for better integration between University systems and
the VLE, and that any VLE allows the development of a standards compliant, integrated
framework.
Regarding the technical framework to implement, support and develop a VLE, it was felt
that existing staff time and skills needed to be used more effectively. Also, that the re-use
of existing types of hardware, which were consistent with current systems and skills, and
that there was an existing community of practice for any new system. Finally, any
system’s reliability would have to be proven before adoption.
LCSS LEARNING RESOURCES GROUP
To make the best use of available resources and external services, thus group would like
any VLE to have open integration abilities, to be able to link to for instance, Talis,
Facebook and Twitter in a standards-compliant way, whilst still being accessible. To
make best use of content, it would need an effective way of flexibly managing internal
and external content, with a Single source/CMS-type function with resource checking,
allowing users to import content. It was recognised that although as an institution, we
work primarily on a module basis, that a VLE which worked on a subject level, across
modules to facilitate search, workflow and monitoring would be desirable, as well as the
ability to enable institutional policy with regard to processes.
In terms of user flow and structure, an easy to use, flexible, intuitive structure was
desirable. This would need to be flexible and personalised, able to be locked down, where
appropriate, and organised into a pedagogically-driven structure and presentation. It
was felt that structures which assisted learning, people, communications and
institutional groupings, would be desirable.
As the portal and VLE would work together, a map of which features and functions
belong to which system, and better integration between all different systems would be
valuable. Recognising the need for a more personalised and social network experience
for community building, the inclusion of a degree of personalisation for skin, colour,
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widgets, RSS, as well as greater availability of access and mobile/portable experience.
To improve the availability of services and support, a flexible/integrated support
structure for Information Librarians such as a Virtual Advisor, could be a way of
engaging with users. It was recognised that any VLE must capable of facilitating the
communications and discussions with the faculties.
LCSS SUPPORT GROUP
The stakeholder model for the support group fell into 3 distinct areas. In terms of the
construction and structure of content, they would like to see a system which was easy to
author, and content friendly. That it provided a flexible, reliable, consistent and resilient
method to present information and learning materials, and it supported good pedagogy,
through sound presentation in an innovative way.
Regarding staff engagement with the VLE, this group wished for a higher standard of
engagement for both staff and students, with clear, measurable, challenging standards,
supported by good MIS. The nomination of a high level VLE Champion, to support and
champion these higher aspirations, and levels of engagement could be tied in with
activities such as annual monitoring or staff appraisal, including things like VLE
Certification with staff development, particularly for the Glamorgan Academic. To
enable students to understand benefits of the VLE, we should a unified experience; with
a list of defined benefits would also drive forward the development and engagement.
Whether in-house or hosted, potential VLE candidates should have a simpler, more
effective integration with other systems. The current lack of dedicated staff for the VLE
has been a loss to the enhancement of use. A VLE which aligns better with institutional
processes would in some way alleviate any lack of use, or use of parallel systems. Review
the current Blended Learning Administrators, Champions, and Heads of Learning and
Teaching responsibilities in terms of the VLE, and attempt to ensure a consistent
approach from all the faculties in pedagogy and administration. Look at training and
support in terms of customer or site focus, with a move away from the reliance on face to
face support, and move to cut down the amount of academic time required by the VLE.
OTHER ENGAGED AND NON-ENGAGED ACADEMICS
Currently used mainly as an information repository and communications system.
Would like to use it more for enhanced learning, teaching and assessment, aimed at
enhancing the student experience!
STUDENTS
Students use it widely to communicate mainly with tutors, as well as accessing their
learning, teaching and assessment materials.
‘Blackboard is a learning machine that provides some sort of
communication between the student with the lecturer and school in
general. Information is passed across and the student is supposed to
have an accurate idea of his status, academically-wise at anytime.’
However, the current system is perceived to be difficult to navigate and not kept up-todate. Therefore students would like it to be used to enhance and ease their learning
experience, for example with more technological enhancements, such as podcasted
lecturers.
There a view that it should NOT be used as a social networking site, although increased
personalization of, easier navigation through and a better looking virtual learning
environment (and one that is kept up-to-date on a daily basis) was suggested as
improvements.
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Conclusions
Undertaking this review has uncovered a snapshot of how people have been using
Blackboard. Heads of Learning and Teaching were able to highlight other users using the
virtual learning environment to its fullest in terms of facilitating, as well as using, a wide
range of technology enhanced learning, teaching and assessment methods.
The University has a large solid base of VLE users, with levels of use reflecting a normal
distribution – i.e. some leading, some lagging, but most somewhere in between. Some
academic staff are pushing the boundaries of what the VLE can currently cope with, with
respect to Blackboard’s functionality and what future opportunities exist. For example,
mobile learning using mobile web browsers. There are a few however who remain less
engaged and struggle with their confidence and abilities when using the system.
Students meanwhile seem mostly contented with what they are presented with.
However, students are beginning to realize that technology enhanced learning, teaching
and assessment can (and should) mean more than just a repository for course notes:
demand for learning and teaching that is personal, mobile and convenient is beginning
to emerge.
LCSS support and development staff share similar, and sometimes the same, views as
many other University staff canvassed in this Review.
Recommendations
1. Stay with Blackboard and improve it, rather than switch to another VLE.
2. Further integration between the VLE with all other institutional
information systems and processes using single source data entry.
3. VLE policies and guidance needs to be reinforced. For example with the
Technology Enhanced Learning strategy being an explicit issue in every validation
document. VLE-related policies are developed and disseminated by CELT (with
respect to pedagogical aspects) and LCSS (with respect to technological systems) and
need to be updated and refined.
4. More focus be given to the range of pedagogic approaches to the VLE.
Increased levels of personalization of, easier navigation through and a better looking
VLE that is kept up to date on a daily basis with respect to information and materials.
5. Make the use of the VLE more consistent and more intuitive by providing
University specific help and support available from within Blackboard.
6. Promote the benefits of better engagement by staff and students, by
providing Staff Development for example with regard to the new VLE features
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7.
Appendix 1: Detailed stakeholder
feedback
BLACKBOARD ADMINISTRATORS (BBA)
The BBAs were asked their views on this during a BBA meeting on 25th November, 2009.
WHAT EXACTLY THEY WERE USING BB FOR?
Most of the Faculty BbAs don’t use much of Bb (except in AT). Bb is only a small area of
their job; they used GlamLife more than Bb. Mainly they post notices and enrol students
on Bb.
Bb is difficult to use; navigating through Bb is time consuming due to a cluttering of
extraneous information on the first screen.
There are issues with the Quercus Plus upload of data from Quercus Plus into Bb and in
the end the BbAs need to upload the data manually. In some instances core modules that
students need to be enrolled on were missing and BbAs had to find the module and
manually enroll students where appropriate.
In the CCI Bb is mainly used for ad-hoc training in the use of media equipment and
normally one-to-one training by academics when technical support staff aren’t available.
An issue from the franchise college was that setting up new Bb accounts was too slow as
they need to complete a request form.
WHAT WOULD YOU LIKE TO BE USING A VLE FOR?
Some modules (e.g. in the Business School) have several start dates; e.g. one in February
and one in September. This causes problems with the correct students being enrolled on
the correct modules. A system that can cope with different start dates for the same
module would be helpful. Bb has a ‘group’ facility but this may not be always appropriate
as different learning materials sometimes need to be delivered to different student
groups. This facility isn’t currently available within Bb.
Administrators think that students should be able to self-enrol to save time.
Communication between the academic and administrators is an issue.
More memory allowances for assignment uploads.
BLENDED LEARNING CHAMPIONS
Figure 1 shows how the VLE is currently used as perceived by the Blended Learning
Champions.
Some people are putting the VLE on the periphery and are trying to do all the things
shown in Figure 1 without using the VLE. The VLE is the best means of adding value to
the student experience. GlamLife is the student experience and is an evolutionary step.
WHAT WOULD YOU LIKE TO BE USING A VLE FOR?
Student experience enhancement! This is demanded from students and is
something that we could supply via a good VLE. We could therefore be leading
with respect to student demands and expectations, as currently we don’t seem to
be selling externally, what we are doing with respect to the VLE and technology
enhanced learning. We need a ‘development evolution’
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Don’t ditch Bb!
Consistent use of organizations would be helpful.
We need to realize that Bb is important and useful. People feel unsure or even
embarrassed if nothing is on the Bb module.
The corporate message about Bb needs to be stronger and consistent, combined
with a bottom-up approach from faculties.
Blended learning strategy needs to be enforced in every validation document.
Make it more user friendly.
Not sure what else VLE can do, happy with the current use, change process is
always painful.
A more student enhancing experience, demand from student should influence
what we supply for e.g., how you design your module? Academic should think of
whole student experience to the module and what are we actually using VLE for?
Glamorgan is not selling Blackboard very well, the usage of Blackboard by staff is
pretty low; some Blackboard are badly managed and has much content that has
put off students.
Blackboard is module orientated and hence ‘study skills’ sit outside of the
module and some students couldn’t find it as they clicks into their module and is
not there.
FIRST EXPERIENCE GROUP
13 responses gained in total – most simply noting that they didn’t use Blackboard. The
others are shown below.
Question
Customer Support
Manager, IS
Business
School staff
HASS staff
Academic
Registry staff
Do you use BB?
Yes
Yes
Yes
I have been given
access but have
rarely used it
What do you
use BB for?
Self study and supporting
students to use it
Module
materials.
I have set up a
paperless
noticeboard on
blackboard for
all HASS staff
to view. We
update the
information
on this site on
a daily basis.
When a
Faculty/Support
Department uses it
as a file sharing tool
- rarely
Online
discussion
board for HE
transition and
study skills
support. To
send messages
& distribute
info to ‘groups’
& distinct
cohorts of
students.
I also use it to
assign tutors
to modules.
To access QMP
– online
assessments
What would
you use the
new VLE for?
Any additional
comments
regarding BB
7
same
I think Bb is easy to use and
reliable.
Same as above
Same as
above.
I don’t believe I
would
I think we
need to have a
link between
No
or VLE
the assessment
diaries and the
VLE system.
FAT have
started this
link by setting
up the
assessment
diaries on BB
for students to
view.
HEADS OF LEARNING & TEACHING, (HOLTS)
HoLTs were consulted on this issue in their 15th January, 2010 meeting.
WHAT EXACTLY THEY WERE USING BB FOR?
Lecture notes and assignment repository; Communications via the announcements
facility, but also emails to students, partner colleges and staff; Discussion forums;
Organisations; e-portfolios; Questionmark and online tests; Module evaluation;
Learning through employment toolkit; Study skills modules; Timetabling; Coursework;
Assessment diaries and uploading/returning assignments; Sign posting to other learning
resources; Module descriptors; Information about staff; Dashboard and course statistics;
Turnitin plagiarism and Grademark; Delivery of Programmes; Induction module;
Dissertation support materials; Content Management System; Staff organizations such
as PGCLIT and APP; TALIS reading lists; Access to student handbooks, module and
award information for students and staff; Links to e-portfolios; Referring students to
clinical placements; Gaining access to absence and sickness data for nursing students.
WHAT WOULD YOU LIKE TO BE USING A VLE FOR?
The use of single source data whereby secure access of such data could be guaranteed, as
well as easing updating such data at a single point would be useful. There should also be
built-in, easily accessible ‘How to’ guides, pop-up help and help buttons at various stages
of the VLE.
Better integration of the VLE and other University systems, such as Quercus was an
issue. Students aren’t always enrolled on Bb correctly or sometimes enrolment details
seem to disappear. It would be nice if the VLE can construct for example timetabling
grids and present that information to students and staff alike. The VLE should also be
able to pick-up data about assessments and create student assessment diaries. Linked to
this, the VLE should then warn students about looming submission dates. From the
staffs’ point of view, it would be useful to have a ‘student engagement early warning
system’ monitoring student progress and performance, i.e. a better dashboard and
adaptive release.
It was discussed that Bb provides a structured journey through its content, with its
appearance being similar to a computer programmer’s view of what it should look like. It
was suggested that the VLE could be more intuitive, although it was agreed that some
standardization, via, e.g. a template, would be useful to avoid user confusion. It was also
felt that locating information, especially about modules, should be made as easy as
possible. Also the aesthetics of the VLE interface needs to be appealing to entice users to
use it.
Other issues raised were the discussion forum windows don’t display enough
information about all the discussions that have been posted; there should be a spellchecking facility; and users should be able to enter the VLE seamlessly without the need
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to log-in each time; students and staff should have different views of the VLE; it should
be easier to embed multimedia content into the VLE; and
From a lecturer’s point of view it would be nice to have the choice of whether or not
module information is either wiped or hidden from students upon module rollover as
would an identifying photo linked to each user to identify them when using the VLE.
There should be more focus upon the pedagogical aspects of the VLE rather than the
current view that it is content management driven. Akin to Moodle, a VLE should have
the ability to create ‘organic’ items like learning activities and decision trees.
The enhanced ability to utilize mobile learning technology and 3G systems should be
provided.
There is also a need for much more file space allocated to each users for uploads –
especially in the Creative Industries. It would be useful to enable multiple uploads of any
type of file.
There could also be an integrated conferencing facility, such as Skype and Dim Dim.
OTHER ENGAGED AND NON-ENGAGED ACADEMICS
WHAT EXACTLY ARE YOU USING BB FOR?
The correct answer should be as an effective and efficient tool to assist in the delivery of
learning materials and to facilitate learning for our students from both an individual and
collaborative perspective. Additionally Blackboard could contain everything to satisfy the
student needs from induction to graduation and from initial module study
through formative assessment to assignment and result management.
Sadly we have not yet attained a consistent approach to the minimum requirements we
should be delivering across the board - although the Bb template could facilitate this if
more widely embraced and so many tools exist that could assist in making life easier for
all Bb users.
In the main – my use is to provide a place for all information and learning materials for
students - to enable continual access. This enables the setting up of direct links to
supporting info. Also now using a mechanism for feedback and communication.
Obviously now moving onto looking at it as a fully supported learning environment for
distance learning.
I am currently using BB to place learning materials upon e.g. lecture notes, examples of
work, web links to learning aids , meeting appointment lists , chapters of dissertations,
research papers.
WHAT WOULD YOU LIKE TO BE USING A VLE FOR?
I think I would like, in certain subjects, to assess on line, possibly mark electronically
and provide feedback on line, i.e. electronify the assessment process . What would be
useful for research papers and dissertations would be for Turnitin to automatically
archive the papers/dissertations including a title and key words list.
To provide more realistic and interactive work – that simulates working environments as
part of the learning process.
To help reduce academic workloads in a manageable way.
I’d like to see a VLE that can manage learning content that can be utilised in multiple
ways as well as its use in delivering awards and modules.
The VLE should be integral to all activities at all levels within the student portal
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It should be able to handle all forms of submitted work irrespective of file type or size
I like the idea of content/learning materials being available to all not just our students, ie
the OU model.
I believe for those engaged with the VLE we are using it creatively... modules,
organisations, study skills and more recently document management for meetings so
students can easily access information.
PARTNER COLLEGES
Email from Geoff Elliot, Pembrokeshire College 4/2/10 to Hywel Nash, Manager,
Student Records & Logistics Unit, Academic Registry, UoG
Hi Hywel
1. Our HE tutors use Bb just to access any resources placed there by the module leaders
in UG and nothing else. For delivery, our HE tutors will actually use our own installation
of Moodle instead. Our HE tutors will use Moodle for blended learning and driving the
delivery of their modules.
2. Any VLE should be used for blended or distance learning, which is what we encourage
our HE staff to do.
Just about the whole of the rest of the post 16 education world have or in the process of
switching to moodle. If UG switched to Moodle it would make working with UG a lot
more efficient and effective.
Regards
Geoff
Email from Simon O'Donohoe, Coleg Sir Gâr to Hywel Nash, Manager, Student
Records & Logistics Unit, Academic Registry, UoG
We use Blackboard for very little so far but keeping track of students and researching
topics are two uses.
STUDENTS
WHAT EXACTLY ARE YOU USING BB FOR?
I find Blackboard to be a link to course materials, such as lecture slides, tutorial work
and assessment criteria. Also used to find out about any updates to the course, i.e. new
materials, time table changes, coursework reminders.
One of the main issues for me and the people I have spoken to is that it's difficult to
navigate - it takes a while to find certain things you are looking for, there are too many
folders for each course, only a few get posted into and it takes too long to find
information.
By the way, I think it's great someone is taking an interest in improving it!
I use blackboard mainly to retrieve teacher's notes from lectures, check marking schemes
[if they are posted] and check deadlines on essays. When blackboard is working, this is
perfect; however it hasn’t really worked for me since last year, so I don't use it anymore!
Blackboard is generally used as a catch-up tool for most radio students, and is useful if
the students have missed a lesson, or want to revise any topics which they feel
uncomfortable with. It also appears to be used as an almost secretive tool by tutors- i.e. if
a room change is to be made, it will be done via Blackboard. Whilst this is useful in
allowing all students to know the relevant information, it does unfairly exclude some
students who haven't as much free access to the internet as others. It also relies heavily
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on the fact that students must check their inbox 24/7- which in the real world is
impractical.
I use a very small section of Blackboard, just the announcements (for each course), as
well as the resources, learning materials and the module information (just for the
reading lists and the teacher's email addresses.)
I use Blackboard a lot, to check my grades for handed in course works (although more
often than not these haven't been updated, but that’s usually because the work isn't
marked) and to download lecture powerpoints. I also check it for updates on
practicals/lectures or whether or not the university is open.
I find Blackboard to be really usefully in terms of the access I have to Assessments and
Learning material. I find the Study Skills of great importance with regards to the
valuable information stored there for example; reporting, presentation and information
searching skills.
Blackboard is an interface on the intranet that allows students to communicate with staff
members, display and use work documents and upload assignments as a way of proving
that work was in time, acts as a receipt. Blackboard allows users to access the library, get
print credits, have a calendar and keep up to date with upcoming events.
We use Blackboard for downloading learning material, such as lecture slides and tutorial
readings, paying attention to announcement, submitting assignments (of course).
I am satisfied with blackboard and feel that it provides everything I need. I have not
heard any complaints about it from anyone either.
I think it is used for all my university needs and provides me with the best resources.
We are using it as a portal for the entire Glamorgan University? For everything from up
to the minute campus news to the latest timetable changes, or that's how it should be
used?
Blackboard is a learning machine that provide some sort of communication between the
student with the lecturer and school in general. Information is passed across and the
student is supposed to have an accurate idea of his status, academically-wise at anytime.
I mainly use Blackboard to download past and future lecture notes and powerpoint
slides. I also use it to see any announcements from lecturers and in the past have used it
to check my assignment / exam grades.
Currently I primarily use blackboard for gaining certain learning materials to buffer
current lectures and make up for it when I am unable to attend.
Also we have done several tests in Computer literacy module and used it for submitting
others.
I have also used it personally to gain the details about my lecturers when I needed to
contact them, although it doesn't have them all listed so I did have to guess the email
address for him.
WHAT WOULD YOU LIKE TO BE USING A VLE FOR?
Well podcasts of the lectures would be good; video would be very nice though just having
sound mixed in with a powerpoint would also be very suitable.
It would be nice to have the necessary textbooks online as well though there are certain
levels of material available having the entire book up would be very preferable.
If money were no object etc. it'd be fab if the uni could post podcasts of all lectures or
even video record the lectures and post the media file on there so we can watch them if
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we missed. I understand that this might cause students to not bother attending so,
maybe we could only access these files if we emailed / spoke to the lecturer and
explained an absence then (s)he could forward the media file on?
Learning, reading, researching and communication between students and lecturers.
I'd like to be using it to enhance and ease my learning experience.
It would be great if there is a communication tool (like MSN) or website (like Facebook)
that let students can chat and have discussion. Everyone can join the group which can be
divided by year, course, and class.
I think how it is being used at the moment is very effective. There are no other reasons
that come to mind now of any other ways of using VLEs.
A personal calendar, with coursework set/submission dates and tests.
Rather than just a link to all modules on the left, a personalised module timetable (inc.
lectures and tutorials) in the centre with the slots being links to the pages of the
corresponding modules.
Being able to communicate to lecturers/tutors through blackboard. Say, an option to
submit messages to the lecturer/tutors (then be able to actually have a response from
them too!). Using these messages lecturers/tutors could create module FAQs containing
questions from students with answers they feel everyone may benefit from.
For all course material to be accessible and at the start of term (not weekly updated if
possible).
For revision. By this I mean a page containing past papers (blank but with answers on
another sheet) and past assignments to attempt (also past example assignments
answered).
An individual qualitative feedback option for assignments. (I don't just want to know
what mark I got, I want to know why and didn't score higher.) Using this I could actually
then revise on assignment subjects after the work has been completed and learn from it.
(Perhaps have an optional request button for this as not everyone will be bothered on
always receiving feedback).
Having the resources section for each module filled in and not left blank. So this section
can be used to find links for websites and names of books.
I know the aim is not to look appealing but there needs to be some kind of re-design of
the website. Nothing stands out and is clear, the simple blue and white scheme makes
everything merge together and it becomes confusing. While I was in my first year it
actually put me off visiting the site.
It would be ideal if we could integrate it with the ebook system at the library. For
example, if we have required reading in digital format, we could chose to download these
for supplementary learning. Also, if teachers could give us academic journal links that we
can access through it, that'd be great too [perhaps integrating it with FindIt?]
The VLE must surely be a tool for simple to use revision, and learning supplements. For
example, our radio group would benefit massively from a web provider which allows
access to royalty free sound clips- to help with several projects. It should NOT be used
as a social networking site Other than that, the VLE is fine as it is.
I would prefer a more Web2 based interface, with a more simplified layout. For example,
menu at the top (10% of the screen maybe) and then the content beneath (rest of the
screen, with a scrollbar to go down.) For me that would be a lot simpler to use and more
effective. We could just have a Courses menu item, which allows us to click through
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which course we're interested in. Mine for example are - 1. Intro to Animation, 2.
Contextual Studies, 3. Animation Action Analysis, etc. So if I was interested in Intro to
Animation, I would click that from the menu, and then all the content pertaining to
introduction to animation would show in the content section beneath.
At the moment we have content all over the place, in various floated elements which run
down the page, half of which I just ignore anyway. As I mentioned above, I just use the
resources, learning materials and the course information (for getting our reading lists)
and that's about it really. If people need help they usually just speak with the teachers or
go downstairs in the Atrium.
What would be amazing, would be for lectures to be videoed, and then streamed onto
youtube with links on the blackboard website... or if there are issues with confidentiality
and the videos being on youtube would it be possible for them to be on blackboard
somehow? I know it’s a massive long shot, but possibly for the most important
lectures/tutorials - maybe those explaining a technique required for a practical, would be
very useful!
If there was no restriction I feel that a virtual learning environment would invaluable
especially if I could interact with other students at the same time.
DEVELOPMENT STAKEHOLDER MODEL: DATA
What are we using Blackboard for ?
Communications
– System (works)
- University comms
- Academic/Student
- Discussion forums
- Lack of focus
- Broadcasts ignored
Service
- RWCMD
- Merthyr ?
- Partner colleges
Repository
- No Ref integrity
- Course Materials
- Other content
- Talis (ext)
Assessments - Files size ?
Support Material
- Academic content good
- System support (help) ?
- is it needed ?
- is it relevant ?
Peer groups
-
Portal
- Not exploited
- Not needed
Integration
- Closed source not a problem
- APIs good
- BB adopters
- enhancements
- exploitable
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Visually Poor
Building Blocks
- Overcomes shortcomings ?
- Open source – OSCELOT and Edugarage
- Closed source
Mark /Grade System
- Partly
- Not institutionally fixed
- BB and Glam issue
- “Free for all”
What would we like to use a VLE for ?
System
Uni
- Yes
- Comms ?
Comm Visibility
My Institution Comms
Flexible, Attractive/Functional Delivery
Reliability
Configurable
Integration
Cost Effective
Manageable/Low Maintenance
Supportable/Intuitive
Brand/Custom
Secure (Shib/SSO)
Flexible Roles
Scalable / Enterprise
PLE
Better Content Management
What is VLE function/Other systems
Performance
Development Model:
Hold content in a constructive way
(Pedagogically sound (adaptable delivery)), Move away from Dump.
Sound Assessment Tools and Processes. Matching Q+.
Better integration between Uni systems and processes and VLE, models uni framework,
standards compliant
Familiarity and Skills
Consistency/Hardware
Efficient use of staff time
Community of practice
Proven reliability
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LEARNING RESOURCES STAKEHOLDER MODEL: DATA
What are we using Blackboard for ?
Lots of things ?
Integration
Learning resources
Support
Lots of tools
Module focused
Learning Resources
VLE or le ?
Learning
Communication
Access to resources
Access to resources
Repackage at module level 
Overlap Talis/BB
PLE →
Linking platform → integration
How do you move on collaboration ?
Information literacy not core/integrated
Uploaded content/Hidden
Expectation of link “on a plate”
Module enrolement issues ?
Administrative processes
Upload in “wrong” way
Lack of consistency/structure
Not clear separation between content and structure.
Too much duplication/no file sharing
Chaotic structure
Better library services
Not part of the team
Poor presentation → no LR presence
Doesn’t join up
Not visual
Looks not much better than HD folder
Doesn’t structure T&L
No personalisation
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More designed
Blackboard is in portal
What would we like to use a VLE for ?
More integrated/functional
Access learning resources within a VLE learning content
Better content management
Standards compliant/interoperability
Link to repository
Resource discover platform → return back to VLE
Accommodate range of levels and user need
Easy to use
Search facility
Defined structured areas and freedom
Manage range of skills levels
More web 2.0 functionality
Allows integration
Facilitates team
Structural not modular
Mapping modular onto institutional structure
Embedded enquiry system
Structure visually
Wizard-driven
More prompting for learning, structure, support
Mobile devices
Portability
Ease of access/anywhere/any time
Social network/community
Integrates to FB/twitter/share
On request basis
Branch out to wider facilities
Learning linked to function
Closer integration/connection to portal
Request/Choice to be structure/community
Structures not at odds in VLE/Portal
Define groups/channels/comms yourself + predefined groups
Peer connection/comms
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Auditable compliant/FOI checking/checkup
Annotation anything
Learning Resources Model:
Open integration abilities, like to take in i.e. Talis, FB, twitter, iGoogle
Pedagogically driven → Structure and presentation/accessible
Facilities comms/discussions
Ability to link (standards compliant) to other resource platforms
Map out feature requests against existing systems
Effective way of flexible managing internal and external content
Single source/CMS function managing
Flexible/lockdown structures for learning/people/comms/institution
Different views/PLE with consistency
Search/workflow/monitoring cuts across modules
User flow/structure
Resource checker
Bring in your own content for staff and students
Social networking community building
Easy to use/intuitive
Flexible/integrated support structures for Information Librarians/Virtual
Advisor/dialogue → goto students/push resources
Context sensitive support
24/7 support virtually
Enables institutional policy
Removes duplication/better integrates to portal functions
Greater availability of access and mobile/portable experience
Degree of personalisation for skin, colour, widgets, RSS.
SUPPORT STAKEHOLDER MODEL: DATA
What are we using Blackboard for ?
Communications
- Student
- Academic
- Others
Not used effectively
Blackboard/Glamlife crossover
Learning Content
- Module specific
- other
Not function led
Blackboard not exploited
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Assessment content - Feedback
- Grading
- Assignment
- Assessment Info
Staff Engagement
- Freedom ?
Student Consistency
Awareness of Services
BB Unreliable WYSWIG
No Central Style Control
No VLE brand identity or distinctiveness
- Loses engagement
No further enhancement/Engagement push
For Lower level use is reliable
Loses out on more advanced
Problem identity/Identify ?
How measure engagement ?
Staff certification ?
Do we need a VLE ?
What would we like to use a VLE for ?
Lock down style template
Want consistency on commonalities
Ease of use
Reliable
- uptime
- technical
Flexible
More web 2.0 type VLE
Intuitive Pedagogy
Resilience of all system integration
Support driven development
Application support
Improve staff skills/engagement
Measure/Sustain Engagement
“Raise the bar”
Challenging Standards
Clear Direction
Staff Don’t Understand
Engagement Mesaure
-Tied in to Openness
- Annual monitoring
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“Joined-up” systems
VLE Champion
Development Model:
Easy to Author
Flexible, Reliable, Consistent, Resilient, Good Pedagogy, Presentation, Innovative.
Content Friendly
Clear, Measurable , Challenging Standards, Good MIS, High Level VLE Champion,
Annual Monitoring of Engagement, Appraisals ? Certification
Glamorgan Academic, Tied in with Staff Dev processes
Student Focus, How all works together as unified system, experience, students don’t
understand benefits,
Defined Benefits of VLE for students, staff & Glam
Better, simpler Integration, In House or Hosted ?
Dedicated Staff for VLE
VLE aligns with Processes.
Review BBA/BLC/HoLT responsibilities
“Fix” Faculty Operation
Outward Facing Approach to Training and Support, That is Site Focussed, Not
Necessarily Face to Face, Cutting down need for Academic Staff time
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